In accordance with the comments made in chapter 5, including the additional remarks in chapter 5.5., we believe that a targeted and professionalised effort to promote the development of CMS, potentially would improve the individualīs ability to make more adequate decisions about their career. As an example, we believe, that guidance counsellors who explicitly work with “possibility awareness” (e.g. employment structures and possible career paths to follow) contributes to widen the students perspective on the choices at hand. Potentially, this could stimulate the further development student’s vocational interests and, hereby, contribute to a more reflected career choice.

Additionally we believe that a choice of guidance strategies and methods, specifically targeted towards enhancing student’s self-efficacy beliefs, potentially would contribute to empower more young people to follow their individual goals and career aspirations. As Bandura (2000) describes it, a person’s positive self-efficacy beliefs, helps to foster both endurance and persistence and is therefore, an important vehicle for change and development. Potentially, a guidance focus on the student’s self-concepts could have a beneficial effect on the development of the students CMS.

Youngsters who are being helped to make choices that correlate with their personal interests and desires, and are being assisted in the process of getting to know their way around in world of work will have – we believe - a stronger incentive to act upon their choices. Therefore, we believe that working with youngster’s self-concepts and opportunity awareness (and other career related topics) through a curriculum based and targeted approach could have a positive effect on the drop-out rates.